{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T17:42:40Z","timestamp":1791999760306,"version":"4.4.0"},"reference-count":76,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2023,9,20]],"date-time":"2023-09-20T00:00:00Z","timestamp":1695168000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec><jats:title>Introduction<\/jats:title><jats:p>This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student\u2019s behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A structural equation model was used with 799 students aged 11\u201317\u2009years (<jats:italic>M<\/jats:italic>\u2009=\u200913.16; SD\u2009=\u20091.17).<\/jats:p><\/jats:sec><jats:sec><jats:title>Results and discussion<\/jats:title><jats:p>The results showed that the teacher support of the basic psychological needs (BPN) predicted students\u2019 BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students\u2019 intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.<\/jats:p><\/jats:sec>","DOI":"10.3389\/fpsyg.2023.1253043","type":"journal-article","created":{"date-parts":[[2023,9,21]],"date-time":"2023-09-21T08:37:39Z","timestamp":1695285459000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":32,"title":["The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active"],"prefix":"10.3389","volume":"14","author":[{"given":"Sebasti\u00e1n","family":"Fierro-Suero","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Isabel","family":"Castillo","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bartolom\u00e9 J.","family":"Almagro","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pedro","family":"Sa\u00e9nz-L\u00f3pez","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2023,9,20]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","DOI":"10.1037\/edu0000783","article-title":"A classification system for teachers\u2019 motivational behaviors recommended in self-determination theory interventions","author":"Ahmadi","year":"2023","journal-title":"J. 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